Öğrenmenin Bileşenleri: Okul Öncesi Öğretmen Adaylarının Zihin Alışkanlıklarının İncelenmesi

Yıl 2023, , 343 - 358, 30.09.2023

Hacer Tekerci , Mustafa Kılınç

https://doi.org/10.38151/akef.2023.58

Öz

Düşünme kavramına ilişkin son yıllarda okullarda, öğrencilerin nasıl düşündüklerini ya da zihin alışkanlıklarının nasıl oluştuğunu konu alan fikirler ve çalışmalar artmıştır. Öğrenme süreci açısından, zihin alışkanlıklarını etkileyen çeşitli değişkenlerin incelenmesi kişisel açıdan iyi bir düşünür olmak konusunda önem arz etmektedir. Bu düşüncelerden hareketle, bu çalışmada, öğrenmenin bileşenleri ve okul öncesi öğretmen adaylarının zihin alışkanlıkları arasındaki ilişkinin farklı değişkenler açısından incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılında, Eğitim Fakültesi Okul Öncesi Anabilim Dalı’nda öğrenim gören 182 okul öncesi öğretmen adayı oluşturmuştur. Araştırmada betimsel tarama yöntemi kullanılmıştır. Araştırmada veri toplama aracı olarak ise, ‘Kişisel Bilgi Formu, Öz Değerlendirme Rubriği ve Zihin Alışkanlıkları Envanteri’ kullanılmıştır. Araştırmanın sonucunda öğrenmenin bileşenleri ile zihin alışkanlıkları alt boyutları arasında altboyut 1, 2, 4, 5, 6, 7, 8, 9, 10, 12, 13 boyutları arasında pozitif yönlü düşük kuvvette anlamlı bir ilişki olduğu, 11. ve 16. altboyutlarında ise orta kuvvette pozitif yönlü anlamlı bir ilişki olduğu bulgusuna ulaşılmıştır. Ancak 3, 14 ve 15 boyutlarında ise anlamlı bir ilişki olmadığı tespit edilmiştir.

Anahtar Kelimeler

okul öncesi, öğretmen adayı, zihin alışkanlıkları

Components of Learning: Examination of Pre-school Teacher Candidates' Habits of Mind

Öz

In recent years, ideas and studies on the concept of thinking have increased in schools on how students think, or how habits of mind are formed. In terms of the learning process, examining the various variables that affect the habits of mind is important for being a good thinker personally. Based on these considerations, of this research, it is aimed to examine the relationship between the components of learning and the habits of mind of pre-school teacher candidates in terms of different variables. Of this research, the descriptive survey method was used. The study group of the research consisted of 182 pre-school teacher candidates studying at Education Faculty Preschool Department in the 2021-2022 academic year. As a data collection tool, 'Personal Information Form, Self-Evaluation Rubric and Habits of Minds Inventory' were used. As a result of the research, the components of learning and habits of mind sub-dimensions include 1, 2, 4, 5, 7, 8, 9, 10, 12. It was found that there was a positive low-strength significant relationship between the Z-13 dimensions, and a medium-strength significant positive relationship in the 11 and 16 dimensions. Also it was determined that there was no significant relationship in dimensions 3, 14 and 15.

Anahtar Kelimeler

preschool, teacher candidate, habits of mind

Kaynakça

• Adıgüzel, A. ve Dolmacı, A. (2018). Öğretmen adaylarının öğrenmeye yönelik tutumlarının farklı değişkenlere göre incelenmesi. Anadolu Eğitim Liderliği ve Öğretim Dergisi, 6(2), 63-79. https://dergipark.org.tr/tr/pub/ajeli/issue/41881/438499
• Ananiadou, K. ve Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, 41. OECD Publishing. https://doi.org/10.1787/19939019
• Anderson, O. R. (1997), A neorocognitive perstpective on current learning theory and science ınstructional strategies. Science Education, 81(1), 67-89. https://doi.org/10.1002/(SICI)1098-237X(199701)81:1<67::AID-SCE4>3.0.CO;2-%23
• Akdeniz, H. ve Ekici, G. (2019). A development of the habits of mind ınventory. European Journal of Education Studies, 5(11), 198-215. https://doi.org/10.5281/zenodo.2590525
• Baykara-Pehlivan, K. (2010). A study on prospective teachers’ learning styles and their attitudes toward teaching profession. Elementary Education Online, 9(2), 749-763.
• Baykul, Y., ve Güzeller, C.O. (2020). Sosyal bilimler için istatistik: SPSS Uygulamalı (7. Baskı). Pegem Akademi.
• Biçer, H. ve Korucu, A. T. (2020). E-Öğrenmeye yönelik tutum ölçeğinin Türkçeye uyarlanması. Eğitim Teknolojisi Kuram ve Uygulama, 10(1), 237-256. https://doi.org/10.17943/etku.632178
• Birgin, O. (2016). Bloom Taksonomisi. E. Bingölbali, S. Arslan ve İ.Ö Zembat. (Eds.), Matematik Eğitiminde Teoriler içinde (ss. 830-860). Pegem Akademi.
• Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller Ricci, M. ve Rumble, M. (2012). Defining twentyfirst century skills in assessment and teaching of 21 st century skills, Springer Netherlands, 17(66). https://doi.org/10.1007/978-94-007-2324-5_2
• Bodrova, E. ve Leong, D.]. (2001). The Tools of the Mind Project: A Case Study of Implementing the Vygotskian Approach in American Earfy Childhood and Primary Classrooms. Geneva, Switzerland: International Bureau of Education, UNESCO. https://files.eric.ed.gov/fulltext/ED455014.pdf
• Bülbül, B. Ö. (2021). Factors affecting prospective mathematics teachers’ beliefs about geometric habits of mind. Journal of Pedagogical Research, 5(2), 36-48. http://dx.doi.org/10.33902/JPR.2021068370
• Büyüköztürk, Ş., Kılıç Çakmak, E., Demirel, F., Akgün, Ö. E. ve Karadeniz, Ş. (2014). Bilimsel araştırma yöntemleri. Pegem Yayıncılık.
• Campbell, J. (2013). Theorising habits of mind as a framework for learning. https://www.aare.edu.au/data/publications/2006/cam06102.pdf
• Claxton, G. ve Carr, M. (2004). A framework for teaching learning: The dynamics of disposition. Early Years, 24, 87-97. https://doi.org/10.1080/09575140320001790898
• Cohen, L., Manion, L. ve Morrison, K. (2007). Research methods in education (6th edition.). Routledge Falmer. https://doi.org/10.4324/9780203029053
• Fraenkel, J. R., Wallen, N. E. ve Hyun, H. H. (2012). How to design and evaluate research in education (7. Ed). McGraw-Hill.
• Costa, A. L. (1991). Developing minds: A resource book for teaching thinking. (Revised Edition), 1. Association for Supervision and Curriculum Development.
• Costa, A. L. (2000a). Describing 16 habits of mind. https://www.researchgate.net/publication/251895348
• Costa, A. (Ed). (2000b) Developing minds: A resource book for teaching thinking. ASCD, Alexandria, VA. https://www.habitsofmindinstitute.org/wpcontent/uploads/2014/04/Insights_into_Habits_of_Mind.pdf
• Costa, A. L. (2008). The school as a home for the mind. (Second Edition). Corwin Press.
• Costa A. L. ve Kallick, B. (2000). Describing 16 habits of mind: Habits of mind. A Developmental Series (Alexandria, VA), 45. https://doi.org/10.1088/1742-6596/1120/1/012055
• Costa, A. L. (2007). Quotations to extend and illuminate habits of mind. http://www.habits-of-mind.net/interdepend.htm
• Costa, A. L. ve Kallik, B. (2014). Dispositions. Corwin A Sage Company.
• Covey, S. (2004). The seven habits of highly effective people: Powerful lessons in personal change. Simon ve Schuster.
• Cuoco, A., Goldenberg, E. ve Mark, J. (1996). Habits of mind: an organizing principle for mathematics curricula. Journal of Mathematical Behavior, 15(4), 375-402. https://doi.org/10.1016/S0732-3123(96)90023-1
• Çakan, M., Çelikten, S., ve Gündüz, T. (2020). Nicel veri analizi ve yorumlaması. In. Oral, B., Çoban, A. Eds. Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri (pp.161-203). Pegem Akademi. https://doi.org/10.14527/9786257880176.07
• Çakıcı, Y. (2010). Fen eğitiminde yapılandırmacı yaklaşım ve öğrencilerin kavram yanılgıları. Journal of Social Science, 12(1), 89-115.
• Çalık, M. C. ve Karataş, F. Ö. (2019). Does a "Science, technology and social change" course improve scientific habits of mind and attitudes towards socioscientific issues?. Australian Journal of Teacher Education (Online), 35-52. https://doi.org/10.14221/ajte.2018v44n6.3
• De Bono, E. (1993). Teach your child how to think. Penguin Books.
• Demir, E. ve Çetin, F. (2022). Developing a scale for attitude towards values education through distance education. International Online Journal of Education and Teaching (IOJET), 9(3). 1234-1248. https://files.eric.ed.gov/fulltext/EJ1352060.pdf
• Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the education process. D.C. Heath ve Co Publishers. https://openlibrary.org/books/OL6295188M/How_we_think
• Dikmen, M. ve Tuncer, M. (2018). Bilgisayar destekli eğitimin öğrencilerin akademik başarıları üzerindeki etkisinin meta-analizi: Son 10 yılda yapılan çalışmaların incelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(1), 97-121. https://doi.org/10.16949/turkbilmat.334733
• Eagly, A. H. ve Chaiken, S. (2007). The advantages of an inclusive definition of attitude. Social Cognition, 25(5), 582–602. https://doi.org/10.1521/soco.2007.25.5.582
• Ennis, R. H. (2011). The Nature of Critical Thinking: An outline of critical thinking dispositions and abilities. https://www.yumpu.com/en/document/view/50722770/the-nature-of-critical-thinking-an-outline-of-critical-our-faculty
• Gloria, R. Y. ve Darmin, D. (2017). The analysis of Costa and Kallick's habits of mind on the students of prospective biology teachers. Unnes Science Education Journal, 6(2), 1617-1624. https://doi.org/10.15294/usej.v6i2.15864
• Goodrich, A. (2014). Understanding rubrics. http://learnweb.harvard.edu/alps/thinking/docs/rubricar.htm
• Hanson, J. ve Lucas, B. (2020). The case for technology habits of mind. In P. J. Williams ve D. Barlex (Eds.), Pedagogy for technology education in secondary schools: Research ınformed perspectives for classroom teachers (pp. 45-64). (Contemporary Issues in Technology Education). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-41548-8
• Karakaya, İ. (2012). Bilimsel araştırma yöntemleri. A. Tanrıöğen (Eds.) Anı Yayıncılık.
• Karslı, T. A. (2008). Vygotsky ve Piaget’nin kuramsal yaklaşımları bağlamında insan bilişsel gelişimi üzerinde toplumsallaşma etkisi ve bilişsel gelişim sürecinde aktif bir eğitici yapı olarak toplumsallaşma: Eğitim ve bilişsel gelişim psikolojisindeki kuramsal tartışmaların tarihsel-toplumsal perspektifi. Çeşm-i Cihan: Tarih Kültür ve Sanat Araştırmaları E – Dergisi, 5(1), 61-70. https://doi.org/10.30804/cesmicihan.434292
• Katz, L. (1990). What should young children be learning?. A Child Care Information Exchange Classic, 11(94), 23-25. https://eric.ed.gov/?id=EJ420459
• Khalil, N. ve Osman, K. (2017). STEM-21CS module: Fostering 21st century skills through ıntegrated STEM. K-12 STEM Education, 3(3), 225-233. https://doi.org/10.14456/K12STEMED.2017.8
• Kılıç, S. (2016). Cronbach'ın alfa güvenirlik katsayısı. Journal of Mood Disorders, 6(1), 47-48. http://dx.doi.org/10.5455/jmood.20160307122823
• Leiken, R. (2007). Habits of mind associated with advanced mathematical thinking and solution spaces of mathematical tasks. Conference of the European Society for Research in Mathematics Education–CERME, 5, 2330-2339. https://cris.haifa.ac.il/en/publications/habits-of-mind-associated-with-advanced-mathematical-thinking-and
• Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Association for Supervision and Curriculum Development. https://eric.ed.gov/?id=ED350086
• Marzano, R. J. ve Pickering, D. (1997). Dimensions of learning. https://www.kusd.edu/dimensions/wp-content/uploads/2021/07/Dimensions-Manual.pdf
• Marzano, R.J., Pickering, D. ve McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Association for Supervision and Curriculum Development. https://eric.ed.gov/?id=ED461665
• Marzano, R., Pickering, D., Arredondo, D., Blackburn, G., Brandt, R. ve Moffett, C. (1999). Dimensions of learning: Different design of the classroom. J. Abdel-Hamid, S. Alasar and N. Sharif (Eds.). Dar Quba' for Printing, Publishing and Distribution.
• Mohamed, I. (2003). Effectiveness of using Marzano's dimensions of learning model in teaching science in achievement and development of some learning processes among the second preparatory grade pupils. Journal of Science Education, 6(4), 65-94. https://doi.org/10.5430/wje.v9n4p49
• Calik, M. ve Karatas, F. Ö. (2019). Does a "Science, technology and social change" course improve scientific habits of mind and attitudes towards socioscientific issues? Australian Journal of Teacher Education (Online). https://doi.org/10.14221/ajte.2018v44n6.3
• Neo, C.E. ve Cheung, W.S. (2007). A framework for enculturating thinking dispositions. The Korean Journal of Thinking And Problem Solving, 17(2), 67–76. https://www.dbpia.co.kr/Journal/articleDetail?nodeId=NODE01045531
• Oral, B. ve Çoban, A. (2020). Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri. Pegem Akademi. https://doi.org/10.14527/9786257880176
• Partnership for 21st Century Skills (2009). Framework for 21st century learning. http://www.p21.org/documents/P21_Framework_Definitions.pdf
• Perkins, D. Ν., Jay, E. ve Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21. https://www.researchgate.net/publication/232462299_Beyond_Abilities_A_Dispositional_Theory_of_Thinking
• Project Zero. (2016). Visible thinking: Overview. http://www.pz.harvard.edu/projects/visible-thinking
• Poindexter, C. (2011). Teaching “habits of mind”: Impact on students’ mathematical thinking and problem solving self-efficacy. In L. McCoy (Eds.), Studies in teaching 2011 research digest in (pp. 97-102). Winston-Salem, NC: Wake Forest University. https://files.eric.ed.gov/fulltext/ED521732.pdf#page=101
• Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. John Wiley and Sons.
• Rowais, A. S. (2019). Effectiveness of Marzano's dimensions of learning model in the development of creative thinking skills among Saudi foundation year students. World Journal of Education, 9(4), 49. https://doi.org/10.5430/wje.v9n4p49
• Sobe, N.W. (2004). Challenging the Gaze; the subject of attention and a 1915 Montessori demonstration classroom. Educational Theory, 3(54), 281-297. https://doi.org/10.1111/J.0013-2004.2004.00020.X
• Sönmez, V. (2010). Program geliştirmede öğretmen el kitabı (16. Baskı). Anı Yayıncılık.
• Susilowati, E., Hartini, S., Mayasari, T. ve Winarno, N. (2018). Profile habits of mind students in physics learning [Conference presentation]. The 8th International Conference on Theoretical and Applied Physics, 20–21 September 2018, Medan, Indonesia, 1120, 1-5. https://doi.org/10.1088/1742-6596/1120/1/012055
• Şirin, A. (2008). Oluşturmacılığın kuramsal temelleri (The Theoretical Foundations of Constructionism). Marmara Coğrafya Dergisi, 17, 196–205. https://dergipark.org.tr/tr/pub/marucog/issue/464/3741
• Ulusoy, A. ve Diğerleri, (2004). Gelişim ve Öğrenme. (3. Baskı). Anı yayınları
• Ünder, Ü. ve Aslan, C. (2020). John Dewey: demokrasi ve eğitim kitabının 100. yılı. Ankara Üniversitesi Basımevi.
• Vollrath, D. (2016). Developing Costa and Kallick’s habits of mind thinking for students with a learning disability and special education teachers. Graduate Theses ve Dissertations, 3(1), 1-188.